ED608 Assessment

for S2P 2013

Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

School For Education Mission StatementThe School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

School For Education Vision StatementThe School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Course Description:ED608 Assessment: This course is designed to address current issues relating to formal and informal assessment, teached-made tests, authentic assessment as well as standardized tests and state mental mandated assessments. Students will become familiar with important assessment terminology and the implications of federal testing mandates. They will analyze and reflect on a variety of types of assessment used in schools, and learn the importance of using assessment results to make informed instructional decisions.

Educational Philosophy:

The facilitator’s educational philosophy is one of frequent interactive content to include lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as “disputatious learning” to encourage the lively exploration of ideas, issues and contradictions.

Learning Outcomes:Core Learning Outcomes

Students will practice the use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner

Analyze educational assessment from various perspectives including the classroom teacher, students and parents.

Practice using a variety of assessment tools utilizing formal and informal assessment measures

Evaluate the quality of various assessment tools utilizing nationally recognized standards including but not limited to validity, reliability, and absence of bias. Practice professional and ethical standards.

Acquire the skills necessary to construct and/or modify a variety of classroom assessments

Describe and utilize the foundational statistical concepts of central tendency and dispersion.

Explain the implementation, interpretation and utilization of norm referenced, group achievement and aptitude tests including the Missouri Assessment Program (MAP)

Communicate assessment results to students, parents, and peers

Utilize assessment results to inform classroom instruction for a diverse student population

Explain the professional (legal and ethical) responsibilities in relationship to educational assessment

Practice theories and applications of technology in educational settings and have adequate technological skills to create meaningful learning opportunities for all students.

Core Assessment:

This course is designed to address issues relating to formal and informal assessment, teacher-made tests, authentic assessment as well as standardized tests. The core assessment for this course will determine the student’s proficiency in developing appropriate assessment instruments for classroom use, and in interpreting information from standardized tests to other professionals and parents. Reflections of each of these activities and a Power Point presentation describing at least one assessment technique and how it can be used to benefit students should be written clearly and concisely with logical progression of ideas and supporting information and no errors in writing mechanics.

Submission of the HOMEWORK application questions. 20-40 points per week. 195 points total. "The Best Test I've Ever Written" and rationale. (175 points) This test will be graded based on its format and on the rationale you include to explain why each part of the test was written as it was.

GROUPWORK: 35 points. This will be graded on submission of the test to a partner and the feedback you give to your partner on his/her test.

Quiz. 10 points. Points per question are listed on the quiz.

Final exam (200 points total) Points per question are listed on the exam.

Grading:

Course Grading Scale

A = 90- 100%B = 80-89%C = 70-79%D = 60-69%F = < 60%

Late Submission of Course Materials:

Late work will be accepted for reduced points during the week after it was to be posted (for example, work due during Week 2 will be accepted only up until the end of Week 3). However, after 11:59 p.m. on Sunday night, no further work for the week will be accepted.

Classroom Rules of Conduct:

Students will be expected to use graduate-level grammar and spelling and professional language. Use of non-professional language will not be tolerated. Personal insults toward peers or the instructor will be deleted by the instructor immediately when found, and the instructor will notify the student by e-mail that non-professional language will not be tolerated.

Academic Honesty:As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2012-2013 Graduate Catalog Page 21-22

Plagiarism:

Plagiarism is the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26

Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Technical/Professional Skills - Using a Power Point presentation, the teacher will describe at least 1 assessment technique and provide examples of how it will be used to benefit students. OutcomesTechnology skills 11

Exceeds expectations- Fonts are easy to read, layout is aesthetically pleasing, Introduction draws audience in with compelling questions, content is clear with a logical progression of ideas and supporting information- elaboration and explanation

Meets expectations- Sometimes fonts are easy to read but long paragraphs, color or busy background detracts from readability, Introduction is clear and coherent and relates to the topic, and Content is written with a logical progression of ideas and supporting information. Fails to elaborate.

Does not meet expectations- Readability is difficult too many different fonts, appears cluttered, Introduction shows some structure but does not create a strong sense of what is to follow, Content is vague in conveying a point of view and does not create a strong sense of purpose- cannot answer questions about subject.

. Exceeds expectations- demonstrates full knowledge with explanations and elaboration of professional responsibilities in regard to Procedural Safeguards in assessment for IDEA (Individuals with Disabilities Education Act), practice of absence of bias in development of test items, standardized procedures in administration of standardized tests, confidentiality of information.
Content is written clearly and concisely with logical progression of ideas and supporting information, text is written with no errors in writing mechanics.

. Meets expectations- demonstrates full knowledge of professional responsibilities in regard to Procedural Safeguards in assessment for IDEA, practice of absence of bias in development of test items, standardized procedures in administration of standardized tests, confidentiality of information. Content is written with logical progression of ideas, text is written with little editing required for writing mechanics.

Does not meet expectations- Demonstrates limited knowledge of professional responsibilities in regard to Procedural Safeguards in assessment for IDEA (Individuals with Disabilities Education Act), practice of absence of bias in development of test items, standardized procedures in administration of standardized tests, confidentiality of information. Content is vague in conveying information. Spelling, punctuation and grammar errors distract or impair readability.

Shows no evidence of meeting expectations.

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